Ghent University Academic Bibliography

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- Journal Article
- A1
Connecting beliefs, noticing and differentiated teaching practices : a study among pre-service teachers and teachers

Júlia Griful-Freixenet, Wendelien Vantieghem (UGent) , Esther Gheyssens and Katrien Struyven

(2025) INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. p.1-18
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- Book Chapter
- open access
Differentiated instruction as an approach to establish effective teaching in inclusive classrooms

Esther Gheyssens (UGent) , Júlia Griful-Freixenet and Katrien Struyven

(2023) Effective teaching around the world : theoretical, empirical, methodological and practical insights. p.677-689
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Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI) : a systematic review

Júlia Griful-Freixenet, Katrien Struyven, Wendelien Vantieghem (UGent) and Esther Gheyssens

(2020) EDUCATIONAL RESEARCH REVIEW. 29.
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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Wendelien Vantieghem (UGent) , Iris Roose, Esther Gheyssens (UGent) , Júlia Griful-Freixenet, Karolien Keppens (UGent) , Ruben Vanderlinde (UGent) , Katrien Struyven and Piet Van Avermaet (UGent)

(2020) STUDIES IN EDUCATIONAL EVALUATION. 67.
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- Conference Paper
- C3
Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Wendelien Vantieghem (UGent) , Iris Roose, Esther Gheyssens, Karolien Keppens (UGent) and Julia Gríful-Freixenet

(2018) ESA Mid-term Sociology of Education Conference, Abstracts.
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- Conference Paper
- C3
- open access
Video-based assessment of teachers’ professional vision of inclusive classrooms

Esther Gheyssens, Karolien Keppens (UGent) and Iris Roose

(2017)

Academic Bibliography

Connecting beliefs, noticing and differentiated teaching practices : a study among pre-service teachers and teachers

Differentiated instruction as an approach to establish effective teaching in inclusive classrooms

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI) : a systematic review

Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Video-based assessment of teachers’ professional vision of inclusive classrooms

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